Education for sustainable development – an inter‐disciplinary pilot module for undergraduate engineers and scientists

Chemical engineering in an unsustainable world: Obligations and opportunities

“…The EESD survey is self reporting however, and this leads to a situation whereby all institutions for example are (self) credited with either completely embedding sustainability into their engineering programmes (100% rating) or not at all (0% rating). This all or nothing scenario does not concur with literature evidence among those who have attempted to embed sustainability into engineering programmes (Perdan et al, 2000; GutierrezMartin and Hüttenhain, 2003;Mulder, 2004Mulder, & 2006Fenner et al, 2005;Kamp, 2006;Gomes et al, 2006;Favre et al, 2008;Holmberg et al, 2008;Hayles and Holdsworth, 2008;Tomkinson et al, 2008;Quinn et al, 2009). In general each of these have found the exercise to be a complex and incremental process.…”

A comparison of a first and third year UG enterprise unit: lessons from experiential learning and interdisciplinarity

“…Figure 1. Further details about the origin and evolution of this unit have been published elsewhere (Tomkinson et al, 2008;Sanchez-Romaguera et al, 2016).…”

On a Vision to Educating Students in Sustainability and Design—The James Madison University School of Engineering Approach

“…For example, at the University of Bristol, educators have developed an interdisciplinary, team-taught sustainable development course open to all majors "to demonstrate the potential application of sustainable development ideas across a wide range of contexts" (p. 475, [30]), and similarly, an interdisciplinary project course at the University of Cincinnati pools business students, industrial design students, and environmental studies students to apply sustainable development principles to projects for real-world clients [22]. At the University of Manchester, modules "focused on the professional skills required to drive change towards sustainable development" have been piloted to educate the engineering and science students to "the wider implications of global societal responsibility" (p. 72, [26]). …”

“…Other universities have taken a more scaled-back approach, implementing "bolt-on" additions to the curriculum [9] by developing educational resources such as new courses and course projects [21][22][23], multidisciplinary case studies [24], educational modules [25][26][27][28], and role play simulations [29].…”